How do you advertise for more students? What works for you? Here are the things that I have personally found to be most effective: 1. Become a member of one or more local music teachers associations. We have two excellent associations in our area that provide a referral service for members. We’ve had new members […]
Music Matters Blog Now Available on Kindle!
For all of you Kindle users out there, just thought you might want to know that subscriptions to Music Matters Blog are now available through the Kindle store. I haven’t taken the plunge and gotten a Kindle yet, but I am more and more tempted to do so! Right now, though, I’m thinking that I’ll […]
What are you doing for summer?
With all this talk lately about summer and piano camps, I’m curious to know if anyone else has made plans yet. Are you doing anything different or creative? Anyone have a theme for their piano camps? Any great group activities or games you plan to use? I’ve just been collecting all my students’ summer schedule […]
Year-End Evaluations
As I mentioned in yesterday’s post, this week I am conducting Year-End Evaluations with all of my students and their parents. A couple of weeks ago I sent them the questionnaires for this year (I change the questionnaires each year to collect different information that I think will be helpful) and then I got busy […]
Monday Mailbag – More About Planning Piano Camps
I’ve received several other great questions that I will be addressing soon, but since Piano Camps seem to be an item of great interest and many teachers are probably gearing up for summer sessions right now, I decided to post a few more questions I’ve received about Piano Camps in response to last week’s Monday […]
Explaining Scales and Keys
Sometimes it seems like I have to say the same thing five different ways before a student loses the glazed-over look in their eyes! And then, usually it’s still many more explanations later that the proverbial light bulb goes on in their brain and they finally get it. They’ll say something like, “I realized that […]
